Third Grade
Physical Education
Physical Education
Adopted: December 10, 2009
Colorado Academic Standards
Comprehensive Health and Physical Education Standards
“In the great work of education, our physical condition, if not the first step in point of
importance, is the first in order of time. On the broad and firm foundation of health alone can
the loftiest and most enduring structures of the intellect be reared.” ~Horace Mann
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
"We know what the Greeks knew: that intelligence and skill can only function at the peak of
their capacity when the body is healthy and strong, and that hardy spirits and tough minds
usually inhabit sound bodies." ~John F. Kennedy
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Preparing students for the 21st century cannot be accomplished without a strong and sustained
emphasis on all students’ health and wellness. It no is longer acceptable to think of “gym class”
and “hygiene lessons.” Today’s world has exploded with physical, mental, and social influences
that affect not only learning in school, but also the lifelong health of the citizens that schools
are preparing for graduation. Health and physical education prepare students to function
optimally as students, global citizens, and workers who demonstrate personal responsibility for
one’s health and fitness through an active, healthy lifestyle that fosters a lifelong commitment
to wellness.
Health education and physical education are separate disciplines, each with a distinct body of
knowledge and skills. However, the two disciplines are naturally interdisciplinary and clearly
complement and reinforce each other to support wellness. Schools have a unique role and
responsibility to address both health and physical education from preschool through twelfth
grade to instill and reinforce knowledge and skills needed to be healthy and achieve
academically.
Colorado's comprehensive health and physical education standards lay out a vision for these
vitally important disciplines, and describe what all students should know and be able to do at
each grade level through eighth grade and in high school. The authors of this document were
preschool through twelfth-grade educators, higher education professors, business
representatives, and community members. The group developed a set of competencies starting
with "the end in mind." What concepts and skills would a "prepared graduate" in the 21st
century posses when he or she left high school? The answers to this question framed the work
that led to the development of four standards in comprehensive health and physical education
for preschool through twelfth grade.
CDE: 3rd Grade Physical Education
Adopted: December 10, 2009
Page 2 of 20
Standards Organization and Construction
As the subcommittee began the revision process to improve the existing standards, it became
evident that the way the standards information was organized, defined, and constructed needed
to change from the existing documents. The new design is intended to provide more clarity and
direction for teachers, and to show how 21 st century skills and the elements of school readiness
and postsecondary and workforce readiness indicators give depth and context to essential
learning.
The “Continuum of State Standards Definitions” section that follows shows the hierarchical
order of the standards components. The “Standards Template” section demonstrates how this
continuum is put into practice.
The elements of the revised standards are:
Prepared Graduate Competencies: The preschool through twelfth-grade concepts and skills
that all students who complete the Colorado education system must master to ensure their
success in a postsecondary and workforce setting.
Standard: The topical organization of an academic content area.
High School Expectations: The articulation of the concepts and skills of a standard that
indicates a student is making progress toward being a prepared graduate. What do students
need to know in high school?
Grade Level Expectations: The articulation (at each grade level), concepts, and skills of a
standard that indicate a student is making progress toward being ready for high school. What
do students need to know from preschool through eighth grade?
Evidence Outcomes: The indication that a student is meeting an expectation at the mastery
level. How do we know that a student can do it?
21st Century Skills and Readiness Competencies: Includes the following:

Inquiry Questions:
Sample questions are intended to promote deeper thinking, reflection and refined
understandings precisely related to the grade level expectation.

Relevance and Application:
Examples of how the grade level expectation is applied at home, on the job or in a realworld, relevant context.

Nature of the Discipline:
The characteristics and viewpoint one keeps as a result of mastering the grade level
expectation.
CDE: 3rd Grade Physical Education
Adopted: December 10, 2009
Page 3 of 20
Continuum of State Standards Definitions
Prepared Graduate Competency
Prepared Graduate Competencies are the P12 concepts and skills that all students
leaving the Colorado education system must
have to ensure success in a postsecondary
and workforce setting.
Standards
Standards are the topical organization of an
academic content area.
P-8
High School
Grade Level Expectations
High School Expectations
Expectations articulate, at each grade
level, the knowledge and skills of a
standard that indicates a student is
making progress toward high school.
Expectations articulate the knowledge
and skills of a standard that indicates a
student is making progress toward
being a prepared graduate.
What do students need to know?
Evidence
Outcomes
Evidence outcomes
are the indication
that a student is
meeting an
expectation at the
mastery level.
How do we know that
a student can do it?
What do students need to know?
21st Century and
PWR Skills
Inquiry Questions:
Sample questions intended
to promote deeper thinking,
reflection and refined
understandings precisely
related to the grade level
expectation.
Relevance and
Application:
Examples of how the grade
level expectation is applied
at home, on the job or in a
real-world, relevant context.
Evidence
Outcomes
Evidence outcomes
are the indication
that a student is
meeting an
expectation at the
mastery level.
How do we know that
a student can do it?
Nature of the
Discipline:
The characteristics and
viewpoint one keeps as a
result of mastering the grade
level expectation.
CDE: 3rd Grade Physical Education
Adopted: December 10, 2009
21st Century and
PWR Skills
Inquiry Questions:
Sample questions intended
to promote deeper thinking,
reflection and refined
understandings precisely
related to the grade level
expectation.
Relevance and
Application:
Examples of how the grade
level expectation is applied
at home, on the job or in a
real-world, relevant context.
Nature of the
Discipline:
The characteristics and
viewpoint one keeps as a
result of mastering the
grade level expectation.
Page 4 of 20
STANDARDS TEMPLATE
Content Area: NAME OF CONTENT AREA
Standard: The topical organization of an academic content area.
Prepared Graduates:
 The P-12 concepts and skills that all students who complete the Colorado education system must master
to ensure their success in a postsecondary and workforce setting
High School and Grade Level Expectations
Concepts and skills students master:
Grade Level Expectations: The articulation, at each grade level, the concepts and skills of a standard that
indicates a student is making progress toward being ready for high school.
What do students need to know?
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
Inquiry Questions:
Evidence outcomes are the indication
that a student is meeting an
expectation at the mastery level.
Sample questions intended to promote deeper thinking, reflection and
refined understandings precisely related to the grade level expectation.
How do we know that a student can
do it?
Relevance and Application:
Examples of how the grade level expectation is applied at home, on the
job or in a real-world, relevant context.
Nature of the Discipline:
The characteristics and viewpoint one keeps as a result of mastering the
grade level expectation.
Colorado Department of Education: 3rd Grade Physical Education
Adopted: December 10, 2009
Page 5 of 20
Prepared Graduate Competencies in
Comprehensive Health and Physical Education
The prepared graduate competencies are the preschool through twelfth-grade concepts and
skills that all students who complete the Colorado education system must master to ensure
their success in a postsecondary and workforce setting.
Prepared Graduates in Movement Competence and Understanding:
 Demonstrate competency in motor skills and movement patterns needed to perform
a variety of physical activity

Demonstrate understanding of movement concepts, principles, strategies, and tactics
as they apply to learning and performing physical activities
Prepared Graduates in Physical and Personal Wellness:
 Participate regularly in physical activity

Achieve and maintain a health-enhancing level of physical fitness

Apply knowledge and skills to engage in lifelong healthy eating

Apply knowledge and skills necessary to make personal decisions that promote
healthy relationships and sexual and reproductive health

Apply knowledge and skills related to health promotion, disease prevention, and
health maintenance
Prepared Graduates in Emotional and Social Wellness:
 Utilize knowledge and skills to enhance mental, emotional, and social well-being

Exhibit responsible personal and social behavior that respects self and others in
physical activity settings
Prepared Graduates in Prevention and Risk Management:
 Apply knowledge and skills to make health-enhancing decisions regarding the use of
alcohol, tobacco, and other drugs

Apply knowledge and skills that promote healthy, violence-free relationships

Apply personal safety knowledge and skills to prevent and treat intentional or
unintentional injury
CDE: 3rd Grade Physical Education
Adopted: December 10, 2009
Page 6 of 20
Colorado Academic Standards
Comprehensive Health and Physical Education
The Colorado Academic Standards in comprehensive health and physical education are the
topical organization of the concepts and skills every Colorado student should know and be
able to do throughout their preschool through twelfth-grade experience.
1. Movement Competence and Understanding (Physical Education)
Includes motor skills and movement patterns that teach skill and accuracy in a
variety of routines, games, and activities that combine skills with movement;
demonstrates the connection between body and brain function; and creates patterns
for lifelong physical activity.
2. Physical and Personal Wellness (Shared Standard)
Includes physical activity, healthy eating, and sexual health and teaches lifelong
habits and patterns for a fit, healthy, and optimal childhood and adulthood;
examines society, media, family, and peer influence on wellness choices; practices
decision-making and communication skills for personal responsibility for wellness;
and identifies the consequences of physical inactivity, unhealthy eating, and early
sexual activity. Includes health promotion and disease prevention, and teaches
responsibility and skills for personal health habits as well as behavior and disease
prevention; sets personal goals for optimal health; examines common chronic and
infectious diseases and causes; and recognizes the physical, mental, and social
dimensions of personal health.
3. Emotional and Social Wellness (Shared Standard)
Includes mental, emotional, and social health skills to recognize and manage
emotions, develop care and concern for others, establish positive relationships, make
responsible decisions, handle challenging situations constructively, resolve conflicts
respectfully, manage stress, and make ethical and safe choices; examines internal
and external influences on mental and social health; and identifies common mental
and emotional health problems and their effect on physical health.
4. Prevention and Risk Management (Shared Standard)
Includes alcohol, tobacco, and other drug prevention; violence prevention; and
safety; teaches skills to increase safe physical and social behavior in at home, in
school, in the community, and in personal relationships; provides specific knowledge
on avoidance of intentional and unintentional injuries; and practices decision-making
and communication skills to avoid drug use, bullying, and dating violence.
The standards are organized in the following manner:

Physical
1.
2.
3.
4.
Education Standards
Movement Competence and Understanding
Physical and Personal Wellness
Emotional and Social Wellness
Prevention and Risk Management

Comprehensive Health Education Standards
2. Physical and Personal Wellness
3. Emotional and Social Wellness
4. Prevention and Risk Management
CDE: 3rd Grade Physical Education
Adopted: December 10, 2009
Page 7 of 20
21st Century Skills and Readiness Competencies in
Comprehensive Health and Physical Education
Colorado's Description of 21st Century Skills
Colorado’s description of 21st century skills is a synthesis of the essential abilities students
must apply in our rapidly changing world. Today’s students need a repertoire of knowledge
and skills that are more diverse, complex, and integrated than any previous generation.
Comprehensive health and physical education are inherently demonstrated in each of
Colorado’s 21st century skills, as follows:
Critical Thinking and Reasoning
Health and physical education are disciplines grounded in critical thinking and reasoning.
Developing and maintaining lifelong wellness habits involves decision-making and
communication skills that sometimes can determine life-and-death outcomes. The skills and
knowledge gained in health and physical education provide the structure that makes it
possible to prevent risk behavior and adopt healthy lifestyles. Without good health and
physical activity, critical thinking and reasoning are compromised.
Information Literacy
The disciplines of health and physical education equip students with the tools and habits of
mind to organize and interpret a multitude of rapidly changing information resources.
Students who are literate in health and physical education can analyze effectively primary
and secondary sources, detect bias, use learning tools, including technology and media, and
clearly communicate thoughts using sound reasoning.
Collaboration
The health and physical education content areas directly involve students in teams,
problem-solving groups, and community connections to support the overall health of the
individual and the community. Students offer ideas, strategies, solutions, justifications, and
proofs for others to evaluate. In turn, students use feedback to improve performance and
interpret and evaluate the ideas, strategies, solutions, and justifications of others.
Self-Direction
Understanding and participating in health and physical education requires a productive
disposition, curiosity, personal motivation, and self-direction. Health and physical education
are more than passive learning. Individual active participation, practice, and competence
are underlying principles of these content areas.
Invention
The health and physical education disciplines are a dynamic set of content area disciplines,
ever expanding with new research, ideas, and understandings. Invention is the key element
of the expansion as students make and test theories and skills, create and use tools, search
for patterns and themes, and make connections among ideas, strategies, and solutions.
CDE: 3rd Grade Physical Education
Adopted: December 10, 2009
Page 8 of 20
Colorado’s Description for School Readiness
(Adopted by the State Board of Education, December 2008)
School readiness describes both the preparedness of a child to engage in and benefit from
learning experiences, and the ability of a school to meet the needs of all students enrolled in
publicly funded preschools or kindergartens. School readiness is enhanced when schools,
families, and community service providers work collaboratively to ensure that every child is
ready for higher levels of learning in academic content.
Colorado’s Description of Postsecondary and Workforce Readiness
(Adopted by the State Board of Education, June 2009)
Postsecondary and workforce readiness describes the knowledge, skills, and behaviors
essential for high school graduates to be prepared to enter college and the workforce and to
compete in the global economy. The description assumes students have developed
consistent intellectual growth throughout their high school career as a result of academic
work that is increasingly challenging, engaging, and coherent. Postsecondary education and
workforce readiness assumes that students are ready and able to demonstrate the following
without the need for remediation: Critical thinking and problem-solving; finding and using
information/information technology; creativity and innovation; global and cultural
awareness; civic responsibility; work ethic; personal responsibility; communication; and
collaboration.
How These Skills and Competencies are Embedded in the Revised Standards
Three themes are used to describe these important skills and competencies and are
interwoven throughout the standards: inquiry questions; relevance and application; and the
nature of each discipline. These competencies should not be thought of stand-alone
concepts, but should be integrated throughout the curriculum in all grade levels. Just as it is
impossible to teach thinking skills to students without the content to think about, it is
equally impossible for students to understand the content of a discipline without grappling
with complex questions and the investigation of topics.
Inquiry Questions – Inquiry is a multifaceted process requiring students to think and
pursue understanding. Inquiry demands that students (a) engage in an active observation
and questioning process; (b) investigate to gather evidence; (c) formulate explanations
based on evidence; (d) communicate and justify explanations, and; (e) reflect and refine
ideas. Inquiry is more than hands-on activities; it requires students to cognitively wrestle
with core concepts as they make sense of new ideas.
Relevance and Application – The hallmark of learning a discipline is the ability to apply
the knowledge, skills, and concepts in real-world, relevant contexts. Components of this
include solving problems, developing, adapting, and refining solutions for the betterment of
society. The application of a discipline, including how technology assists or accelerates the
work, enables students to more fully appreciate how the mastery of the grade level
expectation matters after formal schooling is complete.
Nature of Discipline – The unique advantage of a discipline is the perspective it gives the
mind to see the world and situations differently. The characteristics and viewpoint one
keeps as a result of mastering the grade level expectation is the nature of the discipline
retained in the mind’s eye.
CDE: 3rd Grade Physical Education
Adopted: December 10, 2009
Page 9 of 20
Standard
Physical Education
Grade Level Expectations at a Glance
Grade Level Expectation
Third Grade
1. Movement
Competence and
Understanding
1.
2. Physical and
Personal Wellness
1.
2.
2.
3. Emotional and
Social Wellness
1.
Demonstrate a variety of motor patterns in simple combinations
while participating in activities, games, and sports
Perform movements that engage the brain to facilitate learning
Identify the benefits of sustained physical activity that causes
increased heart rate and heavy breathing
Understand that the body is composed of water, muscle, bones,
organs, fat, and other tissues
Demonstrate positive social behaviors during class
CDE: 3rd Grade Physical Education
Adopted: December 10, 2009
Page 10 of 20
1. Movement, Competence and Understanding
Includes motor skills and movement patterns that teach skill and accuracy in a variety of routines, games, and
activities that combine skills with movement; demonstrates the connection between body and brain function; and
creates patterns for lifelong physical activity.
Prepared Graduates
The prepared graduate competencies are the preschool through twelfth-grade concepts and skills that all
students who complete the Colorado education system must master to ensure their success in a postsecondary
and workforce setting.
Prepared Graduates in the Movement Competence and Understanding standard are:

Demonstrate competency in motor skills and movement patterns needed to perform a
variety of physical activity

Demonstrate understanding of movement concepts, principles, strategies, and tactics
as they apply to learning and performing physical activities
Colorado Department of Education: 3rd Grade Physical Education
Adopted: December 10, 2009
Page 11 of 20
Content Area: Comprehensive Health and Physical Education
Standard: 1. Movement Competence and Understanding in Physical Education
Prepared Graduates:
 Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical
activities
Grade Level Expectation: Third Grade
Concepts and skills students master:
1. Demonstrate a variety of motor patterns in simple combinations while participating in
activities, games, and sports
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
a. Demonstrate changes of pathways,
levels, forces, and direction with
manipulatives such as hoops,
streamers, and balls (DOK 1-3)
b. Combine locomotor movements in
time to music (DOK 1-3)
c. Dribble in soccer or basketball while
changing speed and direction (DOK 12)
d. Demonstrate throwing, catching,
striking ,or trapping in an activity
(DOK 1-2)
e. Demonstrate skills of chasing, fleeing,
and dodging to avoid others (DOK 13)
Inquiry Questions:
1. Why is it enjoyable to combine locomotor movements in time to music?
2. How is dribbling a soccer ball different from dribbling a basketball?
3. Which combination of locomotor skills is most aesthetically pleasing?
4. Why are some games more enjoyable than others?
5. How do varying types of activity, challenges, and team versus individual activities
contribute to enjoyment?
6. Why do some people find some games more enjoyable than others?
Relevance and Application:
1. Individuals move successfully and skillfully under a variety of movement conditions
in their daily activities such as playing basketball or playing tag with friends.
2. Individuals participate skillfully in a variety of games that require movement and
skills.
3. Individuals combine locomotor movements in time to music while dancing at home
or at a social dance.
Nature of Physical Education:
1. The ability to combine skills in meaningful ways is critical for success in most forms
of physical activity.
2. Games and sports have motor patterns that appear in simple combinations.
Colorado Department of Education: 3rd Grade Physical Education
Adopted: December 10, 2009
Page 12 of 20
Content Area: Comprehensive Health and Physical Education
Standard: 1. Movement Competence and Understanding in Physical Education
Prepared Graduates:
 Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical
activities
Grade Level Expectation: Third Grade
Concepts and skills students master:
2. Perform movements that engage the brain to facilitate learning
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
a. Describe, create, and demonstrate
movements that require crossing the
mid-line (DOK 1-3)
b. Perform successfully a variety of
jump-rope skills using both short
and long ropes, and jump to various
tempos (DOK 1-2)
c. Combine jumping, tossing, dribbling,
or catching to music or rhythmic
beat (DOK 1-3)
d. Perform a basic tinikling step to 3/4
time (close, tap, and tap) (DOK 1-3)
e. Balance demonstrating momentary
stillness in symmetrical and
nonsymmetrical shapes on a variety
of body parts (DOK 1-3)
f. Perform forward and backward rolls
with variation (DOK 1-2)
g. Combine two or more rotational
skills (DOK 1-2)
Inquiry Questions:
1. What must one think about when doing a forward roll?
2. Which activities are most effective for crossing the mid-line?
3. How does one use his or her mind in various activities and sports?
4. What are the benefits to combining activities such as jumping or dribbling to a
rhythmic beat?
Relevance and Application:
1. Individuals learn new movements such as jumping rope to engage the brain.
2. Individuals perform routines of physical movement that may include dance steps,
jumping rope, or a variation of forward and backward rolls.
Nature of Physical Education
1. Individuals who learn to move safely, effectively, and efficiently and feel comfortable
and confident in the performance of motor skills are more likely to participate in
health-enhancing forms of physical activity throughout life.
2. Exercise is linked to healthy brain development, and certain movements such as
cross-laterals, patterns, rhythms are proven to be beneficial for making body and
brain connections.
Colorado Department of Education: 3rd Grade Physical Education
Adopted: December 10, 2009
Page 13 of 20
2. Physical and Personal Wellness
Includes physical activity, healthy eating, and sexual health and teaches lifelong habits and patterns for a fit,
healthy, and optimal childhood and adulthood; examines society, media, family, and peer influence on wellness
choices; practices decision-making and communication skills for personal responsibility for wellness; and
identifies the consequences of physical inactivity, unhealthy eating, and early sexual activity. Includes health
promotion and disease prevention, and teaches responsibility and skills for personal health habits as well as
behavior and disease prevention; sets personal goals for optimal health; examines common chronic and
infectious diseases and causes; and recognizes the physical, mental, and social dimensions of personal health.
Prepared Graduates
The prepared graduate competencies are the preschool through twelfth-grade concepts and skills that all
students who complete the Colorado education system must master to ensure their success in a postsecondary
and workforce setting.
Prepared Graduates in the Physical and Personal Wellness standard are:

Participate regularly in physical activity

Achieve and maintain a health-enhancing level of physical fitness

Apply knowledge and skills to engage in lifelong healthy eating

Apply knowledge and skills necessary to make personal decisions that promote healthy
relationships and sexual and reproductive health

Apply knowledge and skills related to health promotion, disease prevention, and health
maintenance
Colorado Department of Education: 3rd Grade Physical Education
Adopted: December 10, 2009
Page 14 of 20
Content Area: Comprehensive Health and Physical Education
Standard: 2. Physical and Personal Wellness in Physical Education
Prepared Graduates:
 Achieve and maintain a health-enhancing level of physical fitness
Grade Level Expectation: Third Grade
Concepts and skills students master:
1. Identify the benefits of sustained physical activity that causes increased heart rate and heavy
breathing
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
a. Explain why the body perspires, the heart
beats faster and breathing increases when
participating in moderate to vigorous physical
activity (DOK 1-3)
b. Recognize that the body will adapt to increased
workloads (DOK 1-2)
c. Describe the relationship among the heart,
lungs, muscles, blood, and oxygen during
physical activity (DOK 1-3)
d. Identify several moderate to vigorous physical
activities that provide personal pleasure (DOK
1-2)
e. Identify all activities that children participate in
on a regular basis (formal or informal) (DOK 12)
f. Locate heart rate on at least two different pulse
points on the body (DOK 1-2)
g. Discuss how body temperature and blood
volume are maintained during physical activity
when an adequate amount of water is
consumed (DOK 1-3)
h. Demonstrate the ability to understand the
concept of pacing during cardiovascular
endurance activity (DOK 1-3)
i. Explain how the intensity and duration of
exercise as well as nutritional choices affect
fuel use during physical activity (DOK 1-3)
Inquiry Questions:
1. Which physical activities are the healthiest?
2. What factors help you to decide why you enjoy an activity or sport?
3. If you are bored with a current physical activity, how would you choose a
new physical activity?
4. Does your body feel different after you swim than after you run?
Relevance and Application:
1. Individuals maintain healthy cardiovascular and respiratory system to
prevent heart disease.
2. Individuals participate in a wide range of physical activities over a lifetime
such as swimming, bicycling, running, or hiking.
3. Individuals participate safely in physical activity under a variety of
environmental conditions such as high altitude, heat, humidity, or cold.
4. Individuals use a watch to monitor their heart rate.
5. Individuals compare the way riding a bicycle makes them feel to the way
riding a skateboard makes them feel.
6. Individuals keep a chart for a month of all physical activities, listing the
amount of time for each.
Nature of Physical Education:
1. Physical activity affects heart, lungs, and muscles.
2. Physical activity affects the way one feels emotionally and physically.
3. Taking responsibility for one's own health is an essential step toward
developing and maintaining a healthy, active life.
4. Different levels of exercise affect heart rate and overall health and fitness.
Colorado Department of Education: 3rd Grade Physical Education
Adopted: December 10, 2009
Page 15 of 20
Content Area: Comprehensive Health and Physical Education
Standard: 2. Physical and Personal Wellness in Physical Education
Prepared Graduates:
 Achieve and maintain a health-enhancing level of physical fitness
Grade Level Expectation: Third Grade
Concepts and skills students master:
2. Understand that the body is composed of water, muscle, bones, organs, fat, and other tissues
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
a. Identify the location of the lungs and
heart (DOK 1)
b. Identify muscles and fat (DOK 1)
c. Locate the heart, and feel it beat after
moderate to vigorous exercise (DOK
1)
d. Compare heart rate before, during,
and after exercise, and explain that
increasing the heart rate during
physical activity strengthens the heart
muscles (DOK 1-3)
e. Identify physical activities that cause
the heart to beat faster (DOK 1-3)
Inquiry Questions:
1. Do your heart and lungs feel different after you swim than after you run?
2. If entire bodies were made of fat, how would people move?
3. What would bodies look like if they had no bones?
4. Which of your favorite activities do you think contribute most to your heart beating
faster?
Relevance and Application:
1. Individuals understand the role of fitness in preventing chronic disease.
2. Individuals take a virtual tour of the body, focusing on the lungs and heart.
3. Individuals prevent heart disease by engaging in aerobic activity such as bicycle
riding, or playing tag or basketball.
4. Individuals use a heart rate monitor to compare heart rate before, during, and after
exercise.
5. Individuals compare body parts to parts of a car or a computer.
Nature of Physical Education:
1. The amount of exercise done does directly influences heart rate and overall health
and fitness.
2. The body is made up of different parts, and each part must be cared for with
exercise.
Colorado Department of Education: 3rd Grade Physical Education
Adopted: December 10, 2009
Page 16 of 20
3. Emotional and Social Wellness
Includes mental, emotional, and social health skills to recognize and manage emotions, develop care and concern
for others, establish positive relationships, make responsible decisions, handle challenging situations
constructively, resolve conflicts respectfully, manage stress, and make ethical and safe choices; examines
internal and external influences on mental and social health; and identifies common mental and emotional health
problems and their effect on physical health.
Prepared Graduates
The prepared graduate competencies are the preschool through twelfth-grade concepts and skills that all
students who complete the Colorado education system must master to ensure their success in a postsecondary
and workforce setting.
Prepared Graduates in the Emotional and Social Wellness standard are:

Utilize knowledge and skills to enhance mental, emotional, and social well-being

Exhibit responsible personal and social behavior that respects self and others in
physical activity settings
Colorado Department of Education: 3rd Grade Physical Education
Adopted: December 10, 2009
Page 17 of 20
Content Area: Comprehensive Health and Physical Education
Standard: 3. Emotional and Social Wellness in Physical Education
Prepared Graduates:
 Exhibit responsible personal and social behavior that respects self and others in physical activity settings
Grade Level Expectation: Third Grade
Concepts and skills students master:
1. Demonstrate positive social behaviors during class
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
a. Identify the positive behaviors of
self and others (DOK 1-2)
b. Congratulate partners,
opponents, or team upon
conclusion of game or activity
(DOK 1-2)
c. Accept and give constructive
feedback to peers (DOK 1-3)
d. Follow directions, activity-specific
rules, procedures, and etiquette
with few reminders (DOK 1-2)
e. Encourage others regularly, and
refrain from put-down
statements (DOK 1-3)
f. Ask a partner to participate in a
physical activity (DOK 1-2)
g. Congratulate friends for a wellexecuted movement (DOK 1-2)
Inquiry Questions:
1. How should you congratulate someone when he or she wins, and you lose?
2. When would peer feedback be inappropriate?
3. How can you give advice to a friend about how to improve at a physical activity?
4. How does your body feel when you achieve success while working with others?
5. What is your role in maintaining a positive learning environment that everyone can enjoy?
6. Why is it important to be polite when you lose?
Relevance and Application:
1. Individuals acknowledge the efforts of others when they have done something well such
as sending a group email acknowledging the efforts of someone to other people.
2. Individuals describe how they could use technology to assist a friend in learning a skill.
3. Individuals are gracious winners and losers. For example, they shake the hand of a
winning opponent.
4. Individuals initiate social interaction with someone they don’t know in a social situation
such as a school dance.
5. Individuals send an electronic invitation to a friend asking him or her to join them in a
physical activity such as playing Frisbee.
Nature of Physical Education:
1. Physical education provides opportunities to reinforce positive social behaviors.
2. Successful participation in physical activity requires cooperation with others.
3. Group physical activities should be fun for everyone participating.
4. How you behave when you win or lose influences how people look at you.
Colorado Department of Education: 3rd Grade Physical Education
Adopted: December 10, 2009
Page 18 of 20
4. Prevention and Risk Management
Includes alcohol, tobacco, and other drug prevention; violence prevention; and safety; teaches skills to increase
safe physical and social behavior in at home, in school, in the community, and in personal relationships; provides
specific knowledge on avoidance of intentional and unintentional injuries; and practices decision-making and
communication skills to avoid drug use, bullying, and dating violence.
Prepared Graduates
The prepared graduate competencies are the preschool through twelfth-grade concepts and skills that all
students who complete the Colorado education system must master to ensure their success in a postsecondary
and workforce setting.
Prepared Graduates in the Prevention and Risk Management standard are:

Apply knowledge and skills to make health-enhancing decisions regarding the use of
alcohol, tobacco, and other drugs

Apply knowledge and skills that promote healthy, violence-free relationships

Apply personal safety knowledge and skills to prevent and treat intentional or
unintentional injury
Colorado Department of Education: 3rd Grade Physical Education
Adopted: December 10, 2009
Page 19 of 20
Content Area: Comprehensive Health and Physical Education
Standard: 4. Prevention and Risk Management in Physical Education
Prepared Graduates:
Grade Level Expectation: Third Grade
Concepts and skills students master:
THERE ARE NO EXPECTATIONS AT THIS GRADE LEVEL IN THIS STANDARD
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
Inquiry Questions:
Relevance and Application:
Nature of Physical Education:
Colorado Department of Education: 3rd Grade Physical Education
Adopted: December 10, 2009
Page 20 of 20
Colorado Department of Education
Office of Standards and Instructional Support
201 East Colfax Ave. • Denver, CO 80203
http://www.cde.state.co.us/CoHealthPE/StateStandards.asp